ILeap Released Items

Geography The World in Spatial Terms GLE 1—Describe the characteristics, functions, and applications of various types of maps (G-1A-M1) 1 Which type of map would provide information about how many people live in Louisiana?

A historical map B political map C population map D road map

Correct Answer: C Match to GLE: This item asks students to identify the purpose of a population map. Other grade 5 iLEAP items that measure this GLE may relate to other types of maps and their characteristics, functions, and applications.

Geography The World in Spatial Terms GLE 2—Compare the uses of different types of maps, including two different types of maps of the same area (G-1A-M1)

\

Use these maps to answer question 2.

Territories in 1810

Major Rivers of the United States

2 Which river created a natural boundary for the Louisiana Purchase of 1803? A Mississippi River B Missouri River C Ohio River D Tennessee River

Correct Answer: A Match to GLE: This item asks students to compare a map of territories in the continental United States to a map of major rivers. Other grade 5 iLEAP items that measure this GLE may ask students to compare maps in other ways.

Geography The World in Spatial Terms GLE 3—Interpret a map, using a map key/legend and symbols, distance scale, compass rose, cardinal or intermediate directions, and latitude and longitude (G-1A-M2) Use this map to answer question 3.

Major U.S. Cities

3 An airplane is flying from Dallas, Texas, to San Francisco, California. In which direction is the airplane traveling? A northwest B northeast C southwest D southeast

Correct Answer: A Match to GLE: This item asks students to apply intermediate directions to a map of the continental United States. Other grade 5 iLEAP items that measure this GLE may relate to map key/legends and symbols, distance scale, compass rose, cardinal directions, and latitude and longitude. iLEAP

The World in Spatial Terms

GLE 3—Interpret a map, using a map key/legend and symbols, distance scale, compass rose, cardinal or intermediate directions, and latitude and longitude (G-1A-M2)

Use this map to answer question 4.

Slave Crops in the American South, 1860

4 This map shows where major crops were grown in the South, using labor from slaves. According to the map, what slave-labor crop covered the greatest amount of land?

A tobacco

B rice

C cotton

D sugar

Correct Answer: C

Match to GLE: This item asks students to use a map key. Other grade 5 iLEAP items that measure this GLE may relate to symbols, distance scale, compass rose, cardinal and intermediate directions, and latitude and longitude.

The World in Spatial Terms GLE 4—Locate major landforms and geographic features, places, and bodies of water/waterways on a map of the United States (G-1A-M2) Use this map to answer question 5.

The Continental United States

5 Which of these U.S. states shares a border with both Canada and the Pacific Ocean? A Maine (ME) B Minnesota (MN) C California (CA) D Washington (WA)

Correct Answer: D Match to GLE: This item asks students to relate the location of a state to a major landform and body of water. Other grade 5 iLEAP items that measure this GLE may relate to other prominent features of maps of the United States.

Geography The World in Spatial Terms GLE 4—Locate major landforms and geographic features, places, and bodies of water/waterways on a map of the United States (G-1A-M2) Use this map to answer question 6.

Key Regions of the United States

6 According to the map, the Great Plains region is located between A the Rocky Mountains and the Appalachian Mountains. B the Appalachian Mountains and the Atlantic Ocean. C the Rocky Mountains and the Pacific Ocean. D the Appalachian Mountains and the Coastal Plain.

Correct Answer: A Match to GLE: This item asks students to describe the location of a major region of the continental United States. Other grade 5 iLEAP items that measure this GLE may relate to other prominent features of maps of the United States.

Geography Places and Regions GLE 6—Describe types of settlements and patterns of land use in Colonial America and suggest reasons for locations of cities and settlements (G-1B-M1) 7 Most major cities in colonial America were located

A near bodies of water. B in the southern region. C near the mountains. D west of the Mississippi River.

Correct Answer: A Match to GLE: This item asks students to describe a particular feature of land use in Colonial America. Other grade 5 iLEAP items that measure this GLE may relate to other types of settlements or patterns of land use in Colonial America or the reasons for locations of cities and settlements.

Geography

Places and Regions

GLE 7—Identify ways in which location and physical features influence the development or life in a region of the United States (e.g., effects of natural barriers) (G-1B-M2)

Use this map to answer question 8.

The Continental United States

8 Which of these features made it most difficult for a settler to travel across the state of Colorado by covered wagon?

A lack of fresh water sources

B extremely hot temperatures

C thick vegetation and brush

D high, snow-covered mountains

Correct Answer: D

Match to GLE: This item asks students to relate physical features of the United States with challenges in transportation and settlement. Other grade 5 iLEAP items that measure this GLE may relate to other ways that location and physical features impacted settlement and living in the United States.

Geography

Places and Regions

GLE 8—Identify physical or other criteria used to define regions and apply criteria to distinguish one region from another in the United States (G-1B-M3)

Use this map to answer question 9.

Key Regions of the Continental United States

9 This map shows the United States divided into four major regions. Which state is a Midwestern state?

A Michigan (MI)

B Colorado (CO)

C Arkansas (AR)

D New Mexico (NM)

Correct Answer: A

Match to GLE: This item asks students to associate a state with a major region of the continental United States. Other grade 5 iLEAP items that measure this GLE may relate to regions of the United States in other ways.

Geography Places and Regions GLE 8—Identify physical or other criteria used to define regions and apply criteria to distinguish one region from another in the United States (G-1B-M3) 10 In colonial America, what was the main reason the southern colonies had more slaves than the

northern colonies?

A Slavery was illegal in the northern colonies. B The southern colonies were more dependent upon farming. C There were no shipping ports along the North Atlantic coast. D The southern colonies had the largest cities in colonial America.

Correct Answer: B Match to GLE: This item asks students to identify an economic distinction between the regions defined by the northern and southern colonies. Other grade 5 iLEAP items that measure this GLE may relate to regions of the United States in other ways.

Geography Physical and Human Systems GLE 10—Describe the influence of location and physical setting on the founding of the original thirteen colonies (G-1C-M3) 11 Which statement best describes how the environment influenced the economy of the colonies?

A The middle colonies developed a system of trade based mostly on fishing. B Large, snow-covered mountains made it difficult for the southern colonies to grow or trade

crops. C The hot, humid weather in the south made it difficult to grow cash crops such as tobacco

and rice. D Due to rocky soil and a harsh climate, New England colonies grew staple crops such as

corn and squash. Correct Answer: D Match to GLE: This item asks students to identify how the environment influenced the economy of the thirteen colonies. Other grade 5 iLEAP items that measure this GLE may relate to the ways that location and physical settings influenced the founding of the colonies.

Geography Physical and Human Systems GLE 11—Explain the reasons why Europeans chose to explore and colonize the world (G-1C-M4) Use the concept web below to answer question 12.

12 Which of these best completes the concept web? A spread disease B build more ships C find better trade routes D share scientific knowledge

Correct Answer: C Match to GLE: This item asks students to complete a concept web by identifying a reason for European exploration. Other grade 5 iLEAP items that measure this GLE may have students identify or describe reasons for European exploration and colonization in other ways.

Geography Physical and Human Systems GLE 11—Explain the reasons why Europeans chose to explore and colonize the world (G-1C-M4) 13 What was the main reason the Puritans immigrated to New England?

A to explore new lands B to gain religious freedom C to escape poverty D to live in warmer climates

Correct Answer: B Match to GLE: This item asks students to identify the main reason that the Puritans immigrated to New England. Other grade 5 iLEAP items that measure this GLE may have students identify or describe reasons for European exploration and colonization in other ways.

Geography Environment and Society GLE 15—Explain and give examples of how Native Americans and Europeans adapted to living in a particular North American physical environment (G-1D-M2) Use the pictures below to answer question 14.

Types of Native American Homes

14 What is the main reason that different cultures of Native Americans had various types of homes? A Homes were designed to protect families from wild animals. B The number of people was different from tribe to tribe. C Homes were built from natural resources that were found nearby. D Native Americans built their homes to look like the homes of European settlers.

Correct Answer: C Match to GLE: This item asks students to connect physical environment with homebuilding by Native Americans. Other grade 5 iLEAP items that measure this GLE may have students identify or describe other ways that physical environment led to adaptations by Native Americans and European settlers.

Geography Environment and Society GLE 16—Identify the natural resources used by people in the United States (G-1D-M3) 15 Which natural resource is found in the Pacific Northwest?

A wheat B cotton C lumber D oranges

Correct Answer: C Match to GLE: This item asks students to identify a significant natural resource of the Pacific Northwest. Other grade 5 iLEAP items that measure this GLE may have students identify other natural resources used by people in other regions of the United States.

History

Historical Thinking Skills

GLE 23—Identify the causes, effects, or impact of a given event in early American history (H-1A-M3)

Use this chart to answer question 16.

Colonial Acts Year(s) Event

1663–1696 Navigation Acts require all colonial trade to be done with English ships. Heavy duties are placed on goods imported by the colonies.

1699 The Wool Act forbids the New England colonies to export wool.

1733 The Sugar Act imposes heavy duties on sugar imported from West Indies.

1750 The Iron Act limits the growth of the iron industry in the New England colonies.

1751 The Currency Act forbids the New England colonies to issue their own money.

16 This chart shows several acts the British passed during the colonial period. What was the main reason Great Britain passed these acts? A to help the early colonists survive in America B to tighten control over colonial trade C to help the colonists form an independent government D to encourage competition among British colonies and other European settlements in

America Correct Answer: B Match to GLE: This item asks students to identify the cause of various British acts. Other grade 5 iLEAP items that measure this GLE may relate to the causes, effects, or impact of other events in early American history.

History

Historical Thinking Skills

GLE 24—Use both a primary and secondary source to describe key events or issues in early American history (H-1A-M4)

Use this quotation to answer question 17.

And now I set on foot my first project of a public nature, that for a subscription library. I drew up the proposals . . . and . . . procured fifty subscribers of forty shillings each to begin with, and ten shillings a year for fifty years, the term our company was to continue. We afterwards obtain’d a charter, the company being increased to one hundred: this was the mother of all the North American subscription libraries, now so numerous. It is become a great thing itself, and continually increasing. These libraries have improved the general conversation of the Americans, made the common tradesmen and farmers as intelligent as most gentlemen from other countries, and perhaps have contributed in some degree to the stand so generally made throughout the colonies in defense of their privileges.

—The Autobiography of Benjamin Franklin, 1791

17 How did the creation of public libraries contribute to the growth of democracy in the American colonies?

A by promoting the growth of public business

B by boosting the growth of the colonial printing industry

C by making Benjamin Franklin more famous throughout the colonies

D by allowing many more people to become educated about important ideas

Correct Answer: D

Match to GLE: This item asks students to interpret an excerpt from the Autobiography of Benjamin Franklin. Other grade 5 iLEAP items that measure this GLE may ask students to interpret other primary or secondary sources.

History United States History GLE 27—Identify and describe indigenous cultures and groups that existed in the Americas at the beginning of European exploration (H-1B-M1) 18 Native American Indian groups of the Southwest region adapted to their environment by

A building tepees, hunting large game, and using buffalo hides for clothing. B building longhouses, fishing and hunting, and using furs for clothing. C building adobe pueblos, growing maize, and weaving cotton yarn for clothing. D building cone-shaped bark houses, gathering acorns and nuts, and using deer hides

and bark for clothing. Correct Answer: C Match to GLE: This item asks students to describe practices of the Native American Indians of the Southwest. Other grade 5 iLEAP items that measure this GLE may relate to other indigenous cultures and groups at the beginning of European exploration.

History United States History GLE 28—Describe the trade that connected the Americas, Western Europe, and Western Africa prior to 1620, including the origins of the West Africa-European trade connection (H-1B-M1) 19 The first African slaves were brought to the Americas to

A be servants for wealthy New England families. B build missions and settlements for the Spanish. C work on Portuguese sugar plantations in the Caribbean. D help colonists fight wars against the Native Americans.

Correct Answer: C Match to GLE: This item asks students to identify an early reason for the forced importation of African slaves to the Americas. Other grade 5 iLEAP items that measure this GLE may relate to other aspects of early trade among the Americas, Western Europe, and Western Africa.

History United States History GLE 30—Explain that cultures change through cultural diffusion, invention, and innovation (H-1B-M2) 20 Between 1820 and 1860, immigration increased dramatically in the United States. Immigrants

had an impact on American culture by A creating a new money system. B forming their own political parties. C refusing to attend American schools. D spreading their customs, languages, and religions.

Correct Answer: D

Match to GLE: This item asks students to identify ways that nineteenth century immigration impacted American culture. Other grade 5 iLEAP items that measure this GLE may relate to other examples of cultural diffusion, invention, and innovation as they pertain to the history of the United States.

History United States History GLE 31—Describe major early explorations and explorers and their reasons for exploration (H-1B-M2) 21 During the late 1600s, Spain was colonizing the Americas while the English and the French were

A exploring China and Japan. B searching for the Northwest Passage through North America to Asia. C exploring the western coast of Africa. D establishing missions in present-day California, New Mexico, and Arizona.

Correct Answer: B Match to GLE: This item asks students to describe a purpose of English and French exploration. Other grade 5 iLEAP items that measure this GLE may relate to other early explorers and reasons for exploration.

History United States History GLE 31—Describe major early explorations and explorers and their reasons for exploration (H-1B-M2) 22 In the 1400s, the first Portuguese explorers sailed along the coast of Africa. What was the main

purpose of their voyages? A finding a water route to India’s spices B finding natives who would trade with them C finding slaves who could be sold in other lands D finding a new world that no European had ever seen

Correct Answer: A Match to GLE: This item asks students to describe the primary purpose of early Portuguese exploration along the African coast. Other grade 5 iLEAP items that measure this GLE may ask students to describe other early explorers and their reasons for exploration.

History United States History GLE 32—Describe the Spanish conquests in the Americas including the impact on the Aztecs, Incas, and other indigenous peoples (H-1B-M2) 23 What was an effect of Spanish contact with Native American groups in Mexico and South

America? A Spanish explorers brought the Aztecs and Incas horses and weapons for battle. B Brutal attacks by the Spanish conquistadores and the spread of disease led to the fall of the

Aztecs and Incas. C The Spanish joined forces with the Aztecs and Incas against the Mayas and Toltecs. D Spanish explorers brought the language and religious customs of Native Americans back to

Spain. Correct Answer: B

Match to GLE: This item asks students to describe the effects of Spanish conquests on Native American groups in Mexico and South America. Other grade 5 iLEAP items that measure this GLE may ask students to describe other consequences of Spanish contact with indigenous peoples.

History United States History GLE 33—Explain the course and consequences of the Columbian Exchange, including its cultural, ecological, and economic impact on Europe, the Americas, and West Africa (H-1B-M2) Use this diagram to answer question 24.

24 Which crop was brought to Europe from the Americas? A rice B oats C corn D wheat

Correct Answer: C Match to GLE: This item asks students to classify elements of the Columbian Exchange. Other grade 5 iLEAP items that measure this GLE may relate to other aspects of the Columbian Exchange. iLEAP

History United States History GLE 34—Describe the arrival of Africans in the European colonies in the seventeenth century and the increase in the importation of slaves in the eighteenth century (H-1B-M3) 25 Which of these was the biggest factor in the increase in African slaves imported to colonial

America between 1650 and 1750? A improvements in transportation by sea B laws making slavery illegal in Europe C the spread of plantation agriculture

D famine and drought in Africa Correct Answer: C Match to GLE: This item asks students to identify a factor in the increased importation of African slaves. Other grade 5 iLEAP items that measure this GLE may relate to other aspects of the arrival and increased importation of African slaves.

History United States History GLE 36—Identify instances of both cooperation and conflict between Indians and European settlers (H-1B-M3) 26 King Philip’s War was fought because of tensions between

A the British and the French. B the Wampanoag and the Pequot tribes. C the Wampanoag tribe and the Puritans. D the English Loyalists and the American Patriots.

Correct Answer: C Match to GLE: This item asks students to identify a cause of King Philip’s War. Other grade 5 iLEAP items that measure this GLE may relate to other instances of cooperation or conflict between Indians and European settlers.

History United States History GLE 37—Describe and compare the various religious groups in colonial America and the role of religion in colonial communities (H-1B-M4) 27 Which colony created their community based upon a “holy experiment” that focused on the

Quaker ideals of equality and tolerance? A John Winthrop’s Massachusetts Bay Colony B James Oglethorpe’s colony of Georgia C William Penn’s colony of Pennsylvania D Roger Williams’ colony of Rhode Island

Correct Answer: C Match to GLE: This item asks students to connect the founding of Pennsylvania with the religious ideals of the Quakers. Other grade 5 iLEAP items that measure this GLE may relate to other religious groups and their influence in colonial America.

History United States History GLE 38—Describe the political, social, and economic organization and structure of the thirteen British colonies that became the United States (H-1B-M5) 28 In colonial America, the leader of a British colony was called the

A mayor. B governor. C burgess. D assemblyman.

Correct Answer: B

Match to GLE: This item relates to the political organization of the thirteen colonies. Other grade 5 iLEAP items that measure this GLE may relate to the social or economic organization of the colonies.

History United States History GLE 39—Describe reflections of European culture, politics, and institutions in American life (H-1B-M5) 29 The British Parliament provided American colonists with an early model of

A freedom of religion. B representative government. C separation of church and state. D equality between rich and poor citizens.

Correct Answer: B Match to GLE: This item asks students to identify a British influence on American political structure. Other grade 5 iLEAP items that measure this GLE may relate to other aspects of European culture, politics, or institutions that are reflected in American life.

History World History GLE 41—Describe the origins, characteristics, and expansion of ancient American empires (e.g., Inca, Maya) and complex societies in the Americas (e.g., Aztec) (H-1C-M13) 30 Which pre-Columbian civilization in the Americas had a form of writing?

A Inca B Aztec C Maya D Anasazi

Correct Answer: C Match to GLE: This item asks students to associate the Mayan empire with a system of written language. Other grade 5 iLEAP items that measure this GLE may relate to other aspects of ancient American empires and societies.